Saturday, July 23, 2011
Wednesday, July 20, 2011
Math Instructional Strategies
The three Math Instructional Strategies I can't live without:
1. I do/We do/You do
2. Think-Pair-Share
3. Individual whiteboards/Ipads
1. I do/We do/You do
2. Think-Pair-Share
3. Individual whiteboards/Ipads
Wednesday, July 13, 2011
Saturday, July 2, 2011
Social Situation Observation (Dr. Price)
Place- I observed a ride on the Red Line and transferred to the Brown Line. I started on the Red Line downtown and exited at Belmont, when I transferred to the Brown Line to the end of the Line. I was only able to make observations in the car which I was in.
Actors & Activities- There were many different actors each person had their own area cut out. While on the Red Line stood in the middle of the car and watched all those around me. When I first got on there were 23 people standing and all the seats were taken.There was the couple with no worries, but seemed like they had a long day, and he was resting his head on her shoulder sleeping. There were the tourists who were waiting to get out find a new place in Chicago to explore. There was a businessman (or at least well dressed) who seemingly made this trip many times. He found the first seat available and pulled out a copy of the Wall Street Journal and began reading. There was the man who entered the train and on sitting down he leaned his head against the window and began to sleep. I counted 15 people on their phone or Ipod listening to something with their head phones in. I counted 7 people reading a book (or e-book reader) during their ride. At each stop more people got on, however there were 2 stops when I did not observe anybody exit the train. I did not notice anybody traveling with more than just one companion (which I found odd). A majority of the riders were between 15-55 years of age. I would wager a guess that 90% of the people knew where they were going and did not once look at the map above the doors. However, the 10% of those that needed it they looked at it at each stop and would count down how many stops until they needed to get off.
After transferring over to the Brown Line I observed the car was much less crowded, however I did notice that there were entire families traveling together. I also noticed a broader range in age there were quite a few quite a few senior citizens on the train. In the exact opposite of the Red Line, at each stop on the Brown Line I noticed people exit the train. However, at only 3 of the 10 stops did anyone get on the train, and nobody got on the train the last 4 stops. I saw people who got on the train were holding bags full of essential groceries. I saw people who looked like they were heading home after a long day of physical labor. On the Brown Line there were fewer people who were listening to their Ipod, on their cell phone, or reading.
Each person who entered the car was trying to go somewhere else. Some people were going farther that others, however everybody was trying to get somewhere.
Actors & Activities- There were many different actors each person had their own area cut out. While on the Red Line stood in the middle of the car and watched all those around me. When I first got on there were 23 people standing and all the seats were taken.There was the couple with no worries, but seemed like they had a long day, and he was resting his head on her shoulder sleeping. There were the tourists who were waiting to get out find a new place in Chicago to explore. There was a businessman (or at least well dressed) who seemingly made this trip many times. He found the first seat available and pulled out a copy of the Wall Street Journal and began reading. There was the man who entered the train and on sitting down he leaned his head against the window and began to sleep. I counted 15 people on their phone or Ipod listening to something with their head phones in. I counted 7 people reading a book (or e-book reader) during their ride. At each stop more people got on, however there were 2 stops when I did not observe anybody exit the train. I did not notice anybody traveling with more than just one companion (which I found odd). A majority of the riders were between 15-55 years of age. I would wager a guess that 90% of the people knew where they were going and did not once look at the map above the doors. However, the 10% of those that needed it they looked at it at each stop and would count down how many stops until they needed to get off.
After transferring over to the Brown Line I observed the car was much less crowded, however I did notice that there were entire families traveling together. I also noticed a broader range in age there were quite a few quite a few senior citizens on the train. In the exact opposite of the Red Line, at each stop on the Brown Line I noticed people exit the train. However, at only 3 of the 10 stops did anyone get on the train, and nobody got on the train the last 4 stops. I saw people who got on the train were holding bags full of essential groceries. I saw people who looked like they were heading home after a long day of physical labor. On the Brown Line there were fewer people who were listening to their Ipod, on their cell phone, or reading.
Each person who entered the car was trying to go somewhere else. Some people were going farther that others, however everybody was trying to get somewhere.
Roles of Teacher, Student & Curriculum from Dead Poets Society
In "Dead Poets Society" Robin Williams plays a teacher at an all boys boarding school, and in this clip he works with a new student Todd Anderson to help him find his inner voice. Robin Williams has asked each student to write an original poem, and Todd is resistant at first and chooses not to write a poem because he doesn't believe in himself. Robin Williams most obvious role as a teacher is to teach, however, during this clip he plays counselor and someone who helps elicit creativity from the students. Robin Williams character acts as a counselor for him helping him to see that he has self-worth and that what he has to say is important. Robin Williams during this clip is teaching but beyond that he is helping to elicit the creativity of the student. He goes beyond the norms and works with him to help him see that.
Todd Anderson is the student here and his role is to be a learner, and public speaker. Todd Anderson is learning how to speak to others and find his voice, no matter what his peers think of him.
As a teacher Robin Williams is very unconventional in terms of following a curriculum. His desire (and personal curriculum) is 1. To teach the students about poetry, 2. To teach creativity, and 3. Teach the students about public speaking.
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